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In Texas, there are different ways teachers can attain certification. Thus, teachers are entering the classroom through various certification routes with varying levels of training as the traditional and alternative programs differ in their requirements. Classroom management can determine the success or failure of teachers and students. The research involved in this study attempted to determine whether university-certified teachers differ from alternatively certified teachers in the area of classroom management as determined by referrals, while controlling for level of education, years of teaching experience, age, race, and gender at both middle and high school levels. The population for this study was the middle and high school teachers in one rural south central Texas school district. Data were collected from the school district's personnel database as well as from the campus-level administrators. Hierarchical regressions were used to test null hypotheses and recommendations were suggested.

This correlational study examined the different types of computer-based formative assessments (CBFA) being utilized, frequency of CBFA use, and differences in CBFA usage rates across specified constructs in middle and high schools located in Georgia. 261 middle school and high school academic teachers were provided a Qualtrics survey and descriptive statistics, an ANOVA, and correlations were utilized to analyse the data. Findings noted a positive correlation between CBFA usage rates and teacher comfort with technology and perceived benefit of using technology, and a negative relationship between teacher autonomy to select teaching methods and CBFA usage rates. Additionally, teacher beliefs about the needs of their students are impacting their decisions to use CBFA. Through building awareness of differences in CBFA usage, researchers recommend for school leaders to encourage professional learning that is purposeful, collaborative, and sustainable, which can address the different perceptions educators have about the implementation of instructional technology. Additionally, it is encouraged for teachers to have a voice in the selection of CBFA applications used with their students and incorporating administrative directive to use CBFA applications.

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